Course Title: The Nurse as a Researcher and Research Consumer
Course Title: The Nurse as a Researcher and Research Consumer
Construct a 1–2-page course definition with an accompanying alignment table for a nursing education course using a topic of your choice. Include a 1–2-page memo to a department supervisor that contains a rationale for the assessment and evaluation strategies you plan to use in the course.
Whenever you begin the process of designing a course, it is important to begin with the end in mind. Assessment and evaluation strategies are key elements of the Contrast enables one to outline crucial components with a particular design.process.
- How will the course fit in with a larger organizational outcome or continuing educational requirement?
- What do you want your learners to know or do after they have completed the course?
- How will you determine whether your learners have met your learning objectives?
Program outcomes and learning objectives create a framework to help you determine the learning activities and the types of assessment that will best tell you whether your objective has been met.
ASSESSMENT INSTRUCTIONS
Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.
SCENARIO
Imagine that you are a nurse educator in a local organization. You have been asked to create a new course for your nurse education program. You have been given latitude to select both the topic and the nurse population.
Your supervisor would like you to create a course definition document that includes the following elements:
- A course title and course description.
- The learning objectives.
- The related program description and program outcomes.
- Alignment of the external standards or regulatory guidelines that pertain to the educational program offering.
This year, the department is asking all nurse educators to pay particular attention to how the evaluation and assessment design of courses help ensure that both learning and program outcomes will be met.
In addition, leadership has recognized the importance of evidenced-based practice and standards of care. To that end, at least one external national nursing standard should be aligned with the objectives for your assignment.
PART ONE – COURSE DEFINITION AND ALIGNMENT TABLE
Identify a specific health care issue, setting, and learner audience.
Your course definition should consist of the following:
- Course description, vision, and rationale.
- The course learning objectives.
- A description of the program offering.
- The program outcomes.
Use a table to show alignment of assessment and evaluation strategies. Include the following in your table:
- Examples of assessment and evaluation tasks/assignments.
- Alignment of learning objectives to program outcomes.
- Alignment of program outcomes to external standards.
You may use (but are not required) the Course Definition and Alignment Table Template, linked in the Resources under the Capella Resources heading.
PART TWO – MEMO TO DEPARTMENT SUPERVISOR
Return to the scenario above. Compose a short (1–2 pages) memo to the department supervisor that introduces your course and supports the academic rationale behind your design.
Your memo should contain the following:
- A brief description of the specific nurse educational setting
- Title of the proposed course.
- A researched rationale that explains:
- Your assessment of why the course is needed and how the course supports the program offering.
- A brief description of the academic reasoning behind your evaluation design strategy.
- At least three relevant scholarly sources that support your rationale.
- Recommendation for next steps.
ADDITIONAL REQUIREMENTS
Follow the Assessment Formatting Guidelines, linked in the Resources under the Required Resources heading. In addition, your assessment should meet the following requirements:
- APA format: Use correct APA style and formatting for the rationale, paying particular attention to citations and references.
- References: Include at least three peer-reviewed scholarly resources from the last 5 years.
- Length:
- Course definition: 1–2 pages (not including cover page and reference list).
- Memo to supervisor: 1–2 pages.
- Alignment table: No page limit.
- Font and font size: Times New Roman, 12 point.
Compile your course definition, memo, and alignment table into one document before submitting
REQUIREMENTS
Capella University bookmark msnfp6111
Masters Nursing
SUGGESTED RESOURCES
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6111 – Assessment and Evaluation in Nursing Education Library Guide https://capellauniversity.libguides.com/MSNFP6111
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
- Sample Course Overview [DOC]. – file attached
- Course Definition and Alignment Table Template [DOC]. – file attached
- Microsoft Office Software.
- Visit this page if you need assistance with formatting documents.
Capella Multimedia
Capella University Library Resources
- Jones, S. K., Noyd, R. K., & Sagendorf, K. S. (2015). Building a pathway for student learning: A how-to guide to course design. Sterling, VA: Stylus.
- Chapter 4, “Learning Goals – Defining the Destination,” pages 35–46.?
- Chapter 5, “Summative Assessment – Students’ Successful Arrival,” pages 47–53.
- Chapter 8, “Formative Assessment – Staying on Track,” pages 77–88.
- Licen, S., & Plazar, N. (2015). Identification of nursing competency assessment tools as possibility of their use in nursing education in Slovenia—A systematic literature review. Nurse Education Today, 35(4), 602–608.
- Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and testing in nursing education (4th ed.). New York, NY: Springer.
- Oermann, M. H. (2013). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York, NY: Springer.
Internet Resources
- American Association of Critical-Care Nurses. (n.d.). AACN standards. Retrieved from https://www.aacn.org/nursing-excellence/aacn-stand…
- Association of Community Health Nursing Educators. (n.d.). Retrieved from http://www.achne.org/
- American Nurses Credentialing Center. (n.d.). Retrieved from http://www.nursecredentialing.org/
- INACSL. (n.d.). Retrieved from http://www.inacsl.org/
- National League for Nursing. (n.d.). Centers for Nursing Education: Overview. Retrieved from http://www.nln.org/centers-for-nursing-education
Bookstore Resources
These resources are available from the Capella University Bookstore:
- Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
- DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Boston, MA: Pearson.
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